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九年级英语全册教案Unit1-Unit2【优秀22篇】

2024-10-28 18:07:26

教案都必须要对每个课题或每个课时的各个内容经过周密考虑，精心设计而确定下来，体现着很强的计划性。

人教版九年级英语教案 1

Unit 3 Could you please tell me where the restrooms are?

一、教学目标：

1、语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground

基本句型：Excuse me, do you know where I can buy some medicine?

Sure. There’s a supermarket down the street.

Could you please tell me how to get to the post office?

Sorry, I’m not sure how to get there.

I wonder where we should go next.

Could you tell us when the band starts playing this evening?

You should try that new ride over there.

2、技能目标: (1)能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3、情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点：

1、教学重点：(1)礼貌的`向他人寻求帮助。

（2）正确使用宾语从句。

2、教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤:

Section A 1 (1a-2d)

Step 1 Warming –up

Greeting

Step 2 Presentation

(1)Guessing game

Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.

For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.

(2)Show some stamps to students and present the new sentences:

Could you tell me where I can buy some stamps?

Could you please tell me where I can get a dictionary?

Do you know where I can get some magazines?

Step 3 Practice

1) Match each thing with a place in the picture in 1a.

2) Read the phrases.

___ get some money

___ get some magazines

___ have dinner

___ get a dictionary

___ get some information about the town

___ buy a newspaper

___ buy some stamps

___ get a pair of shoes

Step 4 Listening

Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.

Step 5 Practice

Make conversations using the information in 1a. Then talk about your own city. For example:

A: Excuse me, could you please tell me how to get to the bookstore?

B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.

A: Thanks. Do you know when the bookstore closes today?

B: It closes at 7:00 p.m. today.

A: Thank you!

B: You’re welcome.

Step 6 Listening

1、 Listen and number the directions in the order that you hear them.

2a You will hear some of the directions below. Number the directions in the order you hear them.

___ Go to the bird floor.

___ Turn left.

___ Go to the second floor.

___ Turn right.

___ The supermarket is between the flower store and the bookstore.

___ Go past the bookstore.

2、 Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.

3、 Listen the third time and answer the questions.

1) Excuse me, can you tell me where I can buy some medicine?

2) Do you know how to go there?

3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?

4) OK, thanks a lot.

Step 7 Pairwork

Make conversations about the other places in the picture in 2a.

A: Excuse me. Can you tell me where I can buy some stamps?

B: Yes, there’s a post office in this shopping center.

A: Do you know how to go there?

B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.

A: OK, great. Oh, and one more thing. Do you know …

B: I’m not sure, but you …

A: OK, thanks a lot.

B: You’re welcome.

Step 8 Reading

1、 Read the conversation in 2d and answer the questions.

2、 Role – play the conversation.

3、 Explain the language pints in 2d.

（1） Go along Main Street until you pass Center Street.

1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。

2) not.。.until“直到……才”，表示直到某一时间，某一行为才发生，之前�

e.g. I did not study English until 9 o'clock last night.

（2） Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”

e.g. Can you pardon me for not passing the exam, Mom?

2) 在没有听懂对方的话，请对方重复一下时也可说 pardon。

e.g. Pardon? I’m sorry I can’t follow you.

（3） I’m excited to try the rides!

excited和 exciting的区别:

1) excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g. All of us were excited when we heard the good news.

The excited child opened his present quickly.

2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。

e.g. The movie is very exciting.

My father told me an exciting story.

（4） I mean … you know, a washroom or bathroom.

mean作动词有以下含义：

1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。

e.g. What does this word mean?

2)意味（着)(及物动词），常跟名词，有时可跟动词-ing形式或从句。

e.g. Carl really could not do that — it would mean the end of his career.

3)有……意图，打算，想，常跟名词、代词或动词不定式。

跟带不定式

的复合结构时，还可用于被动语态。

e.g. I never meant to hurt you.

（5） We normally say “toilets” or “washrooms”。

normally adv. 正常地；通常地，一般地

e.g. August is normally a slow month.

（6） Nine thirty, so you don’t need to rush!

rush v. 仓促；匆忙 n. 仓促；匆忙

e.g. Then three policemen rushed at him. （rush v.）

They made a rush for the door. （rush n.）

Step 9 Summary

1) Excuse me. Where is Qiaotou Middle School?

2) Excuse me. Could you tell me where Qiaotou Middle School is?

3) Excuse me. Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School?

4) Excuse me. Which is the way to Qiaotou Middle School?

Step 10 Homework

Make conversations about your own town/city.

Section A 2 (3a-3b)

Step 1 Revision

1) Translate the sentences into English.

① 请你告诉我，怎样去书店好吗？

② 打扰了，你知道我在哪能买到一些邮票吗？

③ 我想知道公园今天什么时候关门。

④ 银行和超市之间有一个餐馆。

2) Role-play the conversation in 2d.

Step 2 Presentation

1) Show a picture of fun park. Ask students: Are you excited to try these in the fun park?

2) Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try?

Step 3 Reading

1) Read the conversation in 3a quickly and true or false the sentences.

① Alice and He Wei are in Water World.

② The new ride looks scary.

③ Alice was scary at first.

④ Alice thinks the new ride is actually fun.

⑤ He Wei thinks Fun Times Park restaurant severs delicious food.

⑥ A rock band plays in Water World Restaurant every evening.

⑦ Alice and He Wei can go later to the restaurant.

2) Read the conversation again and answer the questions in 3a.

1、 Why did Alice not want to go on the new ride? How did she feel after the ride?

2、 What is special about Uncle Bob’s restaurant?

3、 Should Alice and He Wei get there early for dinner? Why?

Step 4 Practice

Underline the questions or statements in the conversation that ask for information. Rewrite them in a different way.

e.g. I wonder where we should go next.

Could you tell me where we could go next?

Check the answers with the whole class.

Step 6 Language points

1、 I was scared at first, but shouting did help.

此句相当于I was scared at first, but shouting really helped. 原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。

e.g. Please do be careful. 请一定小心。

I do agree with you. 我完全同意你的意见。

He did warn you other day, remember? 他前两天就告诫过你，还记得吗？

2、 You never know until you try something.

try的用法

1) 做名词 have a try 试一试

e.g. Why not have a try? 为什么不试一试？

2) 做动词

（1） try to do sth. 努力做某事

e.g. Well, we’ll try to finish the homework in time.

那好。

我们争取及时完成作业。

（2） try doing sth. 表示尝试着去做某事

e.g. -- I usually go there by train. 我通常乘火车去那儿。

-- Why not try going by boat for a change? 为什么不换乘船呢？

（3） try one’s best 尽某人最大的努力

e.g. Thank you. I will try my best.

谢谢你。

我会尽力而为的。

3、 I suggest Water City Restaurant in Water World.

suggest作动词，可意为“显示；间接表明”，后可接宾语从句。

e.g. His behavior suggested (that) he was a kind man.

他的行为显示他是个好人。

suggest作“建议”讲时，应注意以下两点：

1) suggest doing sth. 建议做某事

e.g. I suggested going home.

我建议回家。

2) suggest后接从句时，从句常用虚拟语气，谓语由“should +动词原形”构成，

should可以省略。

e.g. I suggested that we should go home. 我建议我们回家。

另外，suggestion是suggest的名词形式，作“建议”讲时，是可数名词。

e.g. Do you have any suggestions? 你有什么建议吗？

4、 The restaurant is always busy, at that time so come a little earlier to get a table.

用于“就餐”的语境时，形容词busy相当于“吃饭人多；餐厅拥挤”的意思；动词短语to get a table类似于汉语“定餐桌；占位子”等意思。

Step 7 Homework

1、背诵3a。

2、用“Could you tell me … ？”写三个问路的句子。

Section A 3 (Grammar Focus-4c)

Step 1 Revision

1、 How did Alice and He Wei think of the new ride?Students say the sentences together?

Alice thought that it looked pretty scary. He Wei thought that it would be fun.

2、 After the ride, Alice and He Wei talked about their feeling.

Alice thought that was fun! She was scared at first, but shouting really did help. He Wei told Alice that “You never know until you try something.”

3、 Alice and He Wei talked about Uncle Bob’s.

Alice thought this restaurant looked interesting. It seemed a rock band plays there every evening. He Wei suggested that they could have dinner there.

Step 2 Grammar Focus

1) Let students complete the sentences.

1、打扰了，你知道我能在哪买到一些药？

Excuse me, do you know where ____ _____ buy some medicine?

2、当然，顺着这条街有个超市。

Sure. There is a supermarket down the street.

3、请你告诉我怎样到邮局好吗？

Could you please tell me _____ ____ get to the post office?

4、对不起，我不确定怎样到那。

______, I am ______ ______ how to get there.

5、你能告诉我们今晚乐队什么时候开始演奏吗？

Can you tell us ______ ____ ______ ______ playing this evening?

6、晚上8点开始。

It starts at 8:00 p.m.

7、我想知道接下来我们该去哪儿。

I ______ where we ______ _____ _____.

8、你应该试试那个新的乘骑设施。

You should try that new ride over there.

2)Objective clauses with wh-questions

上一个单元我们已经学习了由that和whether, if引导的宾语从句。

这个单元我们继续学习由疑问词引导的宾语从句。

疑问词：疑问代词(what、whom、who、whose、which)疑问副词(when、where、why、how)。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即“引导词+主语+谓语+其它”。

如：Could you tell me where Wei Fang lives?

时态

1、如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。

如：

Jenny knows the man was flying a kite at that time.

You will understand why I did it one day.

总有一天你会明白我为什么那样做。

2、如果主句是一般过去时，宾语从句用过去时态的某种形式。

如：

I thought he had gone to town that day.

我以为他那天进城去了。

3、如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。

如：

He said time is money.

他说时间就是金钱。

3)Practice

1、 He asked ________ for the computer.

A. did I pay how much B. I paid how much

C. how much did I pay D. how much I paid

2、 “Have you seen the film?” he asked me.

He asked me _______.

A. had I seen the film

B. have I seen the film

C. if I have seen the film

D. whether I had seen the film

3、 “You’ve already got well, haven’t you?” she asked.

She asked ______.

A. if I have already got well, hadn’t you

B. whether I had already got well

C. have I already got well

D. had I already got well.

4、 He asked, “How are you getting along?”

He asked _______.

A. how am I getting along

B. how are you getting along

C. how I was getting along

D. how was I getting along

5、 He asked me _____ told me the accident.

A. whom B. which C. who D. whose

6、 She asked me if I knew ______.

A. whose pen is it B. whose pen it was

C. whose pen it is D. whose pen was it

Keys: DDBCCB

Step 3 Function: Ask for information politely and follow directions

1) 问路时应注意

① 问路时应首先说一声：“Excuse me.”这样可以引起对方的注意，又不失礼貌。

② 当你没听清时，你可以说一声“Excuse me, would you please say it again?”（对不起，请您再说一遍好吗？）或“I beg your pardon?”（对不起，请再说一遍好吗？）等，礼貌地要求对方重复一遍。

③ 问完路后，千万不要忘记向对方说句“Thank you for helping me.” 或“Thank you.”

④ 问路时经常会用到“向左（右)拐”这样的表达，英语对此有两种常见的说法，即turn left (right）或turn to the left (right)。

表示 “在左(右)边”，英语用介词on或at均可。

2)用英语问路及其回答

① Excuse me, can you tell me where the railway station is?

打扰一下，请问火车站在哪儿？

② Excuse me, but can you tell me the way to the train station?

劳驾，请问去火车站怎么走？

③ Excuse me, could you tell me which is the way to the nearest hospital?

劳驾，请问去最近的医院怎么走？

④ Excuse me, would you please show me the way to the post office?

请告诉我去邮局怎么走好吗？

⑤ Excuse me, would you mind telling me the way to the police station?

劳驾，请告诉我去警察局怎么走好吗？

⑥ Excuse me, how can I get to No. 1 Middle School?

劳驾，请问去一中怎么走？

⑦ Excuse me, is this the right way to the People’s Park?

打扰了，请问去人民公园走这条路对吗？

⑧ Excuse me. Could you tell me if there is a Qiaotou Middle School near here?

打扰了，请问桥头中学是否在这附近？

⑨ Excuse me. Do you know how I can get to Qiaotou Middle School?

= Excuse me. Do you know how to get to Qiaotou Middle School?

请问，你知道怎样去桥头中学吗？

3)指路的方法

① Take along with this street, and … is on you left.

② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.

③… is behind (near, next to, on the left of) …

④ You can just take NO.111 bus, and get off at the second station. And you’ll see it.

⑤ Look! … is in front of us far away, right there!

Step 4 Practice

1) Rewrite the questions in 4a to make them more polite.

① Where can I buy some grapes or other fruit?

② How does this CD player work?

③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays?

Get students write down their answers in their books.

2) What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.

① Tim is very hungry.

Could you tell me where I can get something to eat?

Excuse me, would you mind telling me how I can get to a nearby restaurant?

Pardon me, do you know if there’s a restaurant around here?

② Sally needs to mail a letter.

③ Helen needs to know when the bike shop closes.

④ Ben is wondering if there’s a bank in the shopping center.

3) Ask students to write four questions that a tourist might ask about your city/ town. Then role-play conversations with your partner.

Step 5 Exercises

Translate the sentences into Chinese.

① 请你到那后给我打个电话好吗？

② 请在这条路的尽头向右转。

③ 你能告诉我在哪里可以买到一些邮票吗？

④ 你可否告诉我火车什么时候到达武汉？

Step 6 Homework

假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的

东西，请编写一个你和当地人的小对话。

Section B1 (1a-2d)

Step 1 Revision

You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely.

A: Could you please tell me where the nearest bank is?

B: Sure, go east along this street, then you’ll see it.

A: Can you tell me if there is a delicious restaurant near here?

B: Sure. Walk along this street, the restaurant is on you right.

A: And do you know where the biggest hospital is?

B: Go down this street, turn left at the first crossing, you will see it.

A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is?

B: It’s over there, just across from you.

A: Haha! I see it. Thank you very much!

B: You are welcome.

Step 2 Lead in

1) Talk about places in your city.

2) Show some pictures of places and discuss what qualities are important for each place.

Step 3 1a & Pairwork

1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.

Places Qualities

restroom clean, uncrowded, convenient

museum interesting, quiet, uncrowded

restaurant clean, inexpensive, quiet

park beautiful, safe, big

subway uncrowded, safe, convenient

mall inexpensive, big, interesting, convenient, safe

Pair work

1b Talk about places in your city using the words in 1a.

A: The Fun Arts Museum is really interesting.

B: Yes, and it’s beautiful, too.

A: …。

Step 4 Listening (1c)

1) Listen and check the sentences you hear.

Conversation 1

______ You can go to Green Land.

Conversation 2

_____ Could you tell me where the bookstore is?

2) Listen to the conversations and complete the sentences.(1c)

Conversation 1

The boy asks about ___________, and the clerk tells him to go to Green Land.

Conversation 2

The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.

Conversation 3

The mother asks about ________. The father wants to go to a ________ museum. The younger girl wants to go to a _______ museum. The boy wants to go to a __________ museum. The older girl wants to go to an ______ museum. The clerk suggests they go to the _________ museum.

3) Listen again and answer the questions (1d)

Conversation 1

The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice

Role-play the conversations between the clerk and the tourist.

A: Can you tell me where there’s good place to eat?

B: Of course. What kind of food do you like?

A: I’d like fresh vegetables.

B: You can go to Green Land, they have delicious salad.

A: …。

Step 6 Presentation

2a Where do you need to make polite requests? Think of some possible situations.

Discuss them with your partner.

 In a foreign country.

 In public places like a bank, a post office, a library, a shopping mall, etc.

 At school.

 At home, especially when speaking to your elders.

Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn't know the way now. What should he do?

Step 7 Discussion

Discuss the language you used to make this request （要求，请求）。 Was it the same each time? If not, discuss why not.

Step 8 Reading

1) Read the article and match paragraph with its main idea.

2d Read the article and underline the topic sentence for each paragraph.

Paragraph 1

When you visit a foreign country, it is important to know how to ask for help politely （adv. 礼貌地）…。

Paragraph 2

Good speakers change the way they speak in different situations. …

Paragraph 3

Usually polite questions are longer. They include expressions such as “Could you please …？” or “May I ask …？”

Paragraph 4

However, it is important to learn how to use the right language in different situations. …

2) Read the article again and answer the questions.

Read paragraph 1 and answer the question.

What else do we need to learn besides asking a question correctly when you ask for help?

We need to learn how to be polite when we ask for help.

Read paragraph 2 and answer the question.

What do we need to think about when you talk to different people?

We need to think about whom we speak to or how well we know them.

Read paragraph 3 and answer the question.

What can lead in to a request with a stranger on the street?

“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.

2c Find all the direct questions and polite requests from the passage.

Direct questions Polite requests

1、 1. Where are the restrooms?

2、 When is the school trip?

3、 Peter, tell me your e-mail address.

4、 Where’s the post office?

1、 Could you tell me where the restrooms are?

2、 Excuse me, Mr. West.

Do you know when

the school trip is?

3、 Peter, could you

please tell me

your e-mail address?

4、 Pardon me, could you please tell me where to park my car?

2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.

Request Person Place

1、 Will you pass the salt? A home

2、 Do you know where I can change some money, please? B street

3、 Could you tell me what just happened? A/B any public place/home

4、 Can you please tell me where the nearest station is? B street

5、 Excuse me, do you know what time it begins, please? B movie theater

6、 Let me know when you’re ready, OK? A home

7、 Could you possibly tell me the way to the village school? B street

Step 9 Language points

1、 Both are correct, but the first one sounds less polite.

less + 形容词或副词，构成降级比较形式，相当于中文“不那么；稍许不……”之意。

e.g. His second movie is less interesting.

他的第二部电影就没那么有趣。

2、 It might seem more difficult to speak politely than directly.

情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示“有可能，也许会”，但语气更加委婉，更不确定。

e.g. He might come, but it’s very unlikely.

他也许会来，但非常靠不住。

3、 However, it is important to learn how to use the right language in different situations.

it作形式主语

【梳理】

在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。

常见的句型有：

1) It is + adj. （+ for + sb.） + to do sth.。

常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth. 进行说明。

如：

It’s difficult for us to finish the work in an hour.

2) It is + adj. + of + sb. + to do sth.。

常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。

如：It’s kind of you to say so.

Step 10 Exercises

请根据汉语意思完成下列英语句子（每空一词）。

1、对他来说，回答那个问题是十分困难的。

It’s very hard ____ him ____ _______ that question.

2、你这样说真是太好了。

It’s very kind ____ you ____ ____ so.

3、我们在阅览室里保持安静是十分必要的。

It’s necessary ______ ______(should) keep quiet in the reading room.

It’s necessary for us _______ ______ ______ in the reading room.

Keys: 1. for; to answer 2. of, to say 3. that we, to keep quiet

Step 11 Homework

Write a guide to a place that you know well.

人教版九年级英语教案 2

Section B 2 (3a-Self Check)

Step 1 Revision

1) Write down the phrases

① 提出礼貌的要求 ② 听起来更礼貌

③ 一个很直接的问题 ④ 请求帮助

⑤ 在不同的情形下 ⑥ 取决于

⑦ 你所用的表达方式 ⑧ 比如

⑨ 花时间导入 ⑩ 变得更擅长

2)Fill in the blanks according to 2b.

When you visit a _______ country, it is _________ to know how to ask for help ______. For example, “Where are the restrooms?”

or “Could you _____ tell me where the ________ ___?” these are similar ________ for _________ you may ask.

Both are _______ English, but the first one sounds _____ polite. That is because it is a very ______ question.

It is not enough to just ask a question ________. We also need to learn how to be polite — when we ask for _____.

In English, ___ in Chinese, we change the way we ______ in different _________.

The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.

If you say to your teacher, “When is the school trip?” this might sound ________. But if you say,

“Excuse me, Mr. West, do you know when the school trip ___?”， this will sound _____ more polite.

However, it is all right to ask direct questions to your classmates because you know them ____.

It might seem more _______ to speak politely than _______. It is important to learn how to use _____ ________ in different situations. This will also help you ___________ better with other people.

Step 2 Presentation

Imagine you are going on a short study vacation at a school in an English-speaking country. What would you like to know before you go? Write some polite, indirect questions about the following topics.

The topics are:

① The course you will study ② The time of the course

③ Where and what you can eat ④ Where you will stay

⑤ What activities you can do ⑥ Travel to the school

⑦ Other

Step 3 Practice

Make conversations according to the information in 3a.

Step 4 Writing

1) Write a polite letter to the school asking for the information you want to know. Use your notes in 3a.

In your letter, you should:

introduce yourself

say when you are coming

politely ask for information

thank the person for helping you

2) Use the following expressions to help you:

My name is … and I’m from …

I’ll be coming to your school for …

I’d like to know about …

I would like to thank you for…

I’m looking forward to your reply.

3)写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。

但我们还是要记住书信的格式，便于今后自己运用。

信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的问题来礼貌的询问你想知道的信息。

One possible version:

Dear Sir or Madam,

My name is He Wei and I’m from Beijing, China. I’ll be coming to your school soon for a short study vacation. I will leave for your school on July 10th. I’d like to know more information about the school.

Could you tell me what course I will study in your school? And I also want to know when the course will start.

I want to know where I will stay. Can you tell me? Would you mind telling me where and what I can eat in your school?

I like all kinds of activities. Could you please tell me what activities I can do in your school?

The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.

Yours faithfully,

He Wei

Step 5 Self Check

1) Fill in the blanks with the words in the box.

2) Write questions and answers using the words given.

Step 6 Language points

1、 I’m looking forward to your reply.

look forward to期待，盼望。

后面接名词或者动名词。

e.g. I look forward to your good news. 我等待你的好消息。

Look forward to hearing from you. 期待你的来信。

2、 I would like to thank you for…

thanks for“因……而感谢”，是客套用语，thanks相当于thank you，for强调为何而感谢，其后可接名词或V-ing。

e.g. Thanks for lending me the money. 多谢您借钱给我。

Thanks for reminding. I’d forgotten all about his coming this afternoon.

谢谢你提醒我，我完全忘了他今天下午要来。

3、 I need to plan my time better.

1) plan sth. 计划某事，后接名词。

e.g. I want to plan my summer vacation. 我想要计划我的暑假。

2) plan to do sth. 计划去做某事，to是动词不定式。

e.g. They plan to have a sports meeting. 他们计划开运动会。

3) plan for sth. 关于……的计划，plan是名词。

Step 7 Homework

根据3b的内容写一封回信。

九年级英语教案 4

教学目标（Teaching Goals）:

理解和运用when, while引导的时间状语从句。

学习并掌握过去进行时态的构成和用法。

通过对话和练习，学生能够谈论过去发生的事情。

复习过去式，并学会用所学内容讲故事。

拓展自然科学和社会科学的基本知识。

教学重难点（Important and Difficult Points）:

when, while引导的'时间状语从句。

学习过去进行时态。

教具（Teaching Aids）:

录音机（tape-recorder）

卡片（cards）

教学步骤（Teaching Procedures）:

Step 1: Leading in（导入话题，激活背景知识）

问候和自由谈话（Greetings and free-talk）。

检查家庭作业（Check the Homework）。

听写第二单元的单词（Dictate the words in Unit 2）。

Step 2: Pre-task（任务前活动）

展示并解释句子（SB Page 18, 1a）。

看图匹配句子和图片中的人物（SB Page 18, 1a）。

检查答案并练习朗读。

Step 3: While-task（任务中活动）

阅读并理解对话中的过去进行时态（SB Page 18, 1b）。

播放录音两次，圈出正确的答案。

检查答案，讨论UFO到达时人们正在做什么。

Step 4: Further Practice（进一步练习）

阅读并理解句子（SB Page 19, 2a）。

播放录音，排序句子。

再次播放录音，纠正答案。

使用“when”和“while”填空（SB Page 19, 2b）。

Step 5: Post-task（任务后活动）

看图提问和回答：“What was…doing when the UFO arrived?”。

小组讨论并分享。

复习语法框中的句子，并请学生朗读。

家庭作业（Homework）:

复习本单元的单词。

用介词或介词短语填空练习。

九年级英语教案 5

一、教学目标

知识与技能：

掌握本单元中的新词汇，如barbershop, well, bathroom, accident, earth, silence等。

学会使用when和while引导的时间状语从句。

熟练掌握过去进行时态的构成和用法。

能够运用所学知识谈论过去发生的事情。

过程与方法：

通过听、说、读、写等多种方式，提高学生的语言综合运用能力。

引导学生参与课堂讨论，培养其合作学习和自主学习能力。

情感态度与价值观：

激发学生对英语学习的兴趣，培养其好奇心和探索精神。

培养学生的跨文化交际意识和能力。

二、教学重难点

重点：when和while引导的时间状语从句，过去进行时态的构成和用法。

难点：如何在具体语境中准确运用过去进行时态。

三、教学准备

教具：录音机、教学卡片、PPT等。

四、教学过程

导入（Leading-in）

问候与自由交谈，激活学生的背景知识。

检查上节课的家庭作业。

听写Unit 2中的单词。

任务前活动（Pre-task）

展示SB Page 18, 1a中的句子，让学生朗读并解释每个句子的。意思。

看图片，指出六个人物，并将句子与图片中的人物匹配。

检查答案，进行阅读练习。

任务中活动（While-task）

讲解过去进行时态的构成（was/were + doing）和用法。

听录音两遍，圈出正确的回答。

讨论当UFO到达时人们正在做什么。

完成SB Page 19, 2a和2b的练习，区分when和while的用法。

任务后活动（Post-task）

看图片，询问每个人物正在做什么。

小组活动：询问“What was…doing when the UFO arrived?”。

请一个小组向全班展示他们的对话。

家庭作业（Homework）

复习本单元的单词。

用介词或介词短语填空，练习句子结构。

五、教学后记

总结本节课的教学情况，记录学生的反馈和需要改进的地方。

九年级英语教案 7

教学目标（Teaching Goals）

词汇：熟练掌握本单元课文中的单词、短语和句型。

能力：培养学生的综合运用知识的`能力。

教学难点（Teaching Difficulties）

培养学生的综合能力。

本单元重点知识（Key Knowledge）

单词：所有单词（单词表中）。

短语：take place, live upstairs, be afraid of, keep sb. from doing sth., open one’s heart等。

教学步骤（Teaching Procedures）

Step 1: Leading In

问候与导入话题（Greetings and Leading In the Topic）。

激活背景知识（Activate Background Knowledge）。

Step 2: Pre-Task

提问学生放学后打算做什么，并写在黑板上（Ask Students What They Are Going to Do After School, Write Sentences on the Blackboard）。

讲解如何转述他人说的话，使用“He/She said”等（Explain How to Retell What Someone Said Using “He/She Said”）。

Step 3: Presentation

给出例句，帮助学生理解结构（Give Sentences as Examples to Help Students Understand Structures）。

要求学生自己造句，使用“so that”等（Ask Students to Make Sentences with “So That”）。

Step 4: Practice

完成练习1，使用“so that”回答问题（Look at Exercise 1, Answer with “So That”）。

九年级英语教案 8

教学目标（Teaching Goals）:

熟练掌握本单元课文中的单词、短语和句型。

培养学生的综合运用知识的能力。

教学难点（Teaching Difficulty）:

培养学生的'综合能力。

本单元重点知识（Key Points）:

单词：take place, live upstairs, be afraid of, keep sb. from doing sth., open one’s heart, etc.

短语：smile at sb., pretend to do sth., do one’s best to do sth., etc.

教具（Teaching Aids）:

录音机（tape-recorder）

投影仪（Overhead Projector）

教学步骤（Teaching Procedures）:

Step 1: Leading in（导入话题，激活背景知识）

通过问学生放学后打算做什么来引入话题。

将学生的回答写在黑板上。

Step 2: Pre-task（任务前活动）

讨论如何向朋友转述自己或他人的计划，引入“He/She said…”句型。

重复练习其他黑板上的句子。

Step 3: Presentation（呈现新知）

给出例句，帮助学生理解“so…that…”结构。

让学生根据例句模仿造句。

Step 4: Practice（练习）

完成练习1，用“so that”回答问题。

小组讨论，用“to + 动词原形”造句，并分享。

Step 5: Further Practice（进一步练习）

完成练习2，用“It’s…to…”造句。

完成练习3，用关系代词（who, that, which）填空。

Step 6: Workbook（作业本）

学生独立完成翻译句子，然后核对答案。

朗读并翻译句子，注意语法和句型结构。

九年级英语的教案 10

Properties:

Recorder, Overhead Projector.

Teaching Objectives:

1、 Revise the grammar: the Adverbial Clause and the Infinitive.

2、 Revise the use of “who, that, which”。

Language Focus: so that

The Infinitive: to + Verb（原形）

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, ask some students to retell the story.

III. Presentation

Give the students some sentences for example to help them understand the structure:

so + adj. /adv. + that（结果）

1、 I am so angry that I can't say a word.

2、 The teacher spoke so fast that we couldn't catch up with him.

3、 The classroom is so dirty that we must clean it.

Ask the students to make up some sentences with “so… that”， then give same more sentences.

1、 He got up late so that he was late for school.

2、 He ran very fast so that he hit the electric pole.

Ask the students to do some practice.

IV. Practice

Look at Exercise 1, ask the students to answer the questions with so that…。 The answers are:

1、 I stayed at home so that I could go swimming when I had finished it.

2、 Lucy saved her money so that she could buy her mother a birthday present.

3、 Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.

4、 I was doing my homework so that I could ask him to help me with my physics.

5、 I was looking for Lin Tao so that he could visit sick grandmother.

V. Presentation

Get the students to make up some sentences like:

1、 I don't know how to get to the station.

2、 She doesn't know which sweater to choose.

Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.

1、 I don't know what to do next.

2、 They don't know where to go.

3、 We didn't know when to start.

Focus on the use of the Infinitive, then give another example:

It’s very important to learn English well:

To learn English well is very important.

Let the students make more sentences, pay attention to the use of the Infinitive.

VI. Practice

Look at Exercise 2, make sentences with partners. The answers are:

1、 It’s hard / easy to work out these maths problem.

2、 It’s exciting to watch football matches.

3、 It’s interesting to read history books.

4、 It’s hard / easy to learn foreign languages.

VII. Leaning and practice

Do Exercise 3, complete the sentences using who/ that/ which. The answers are:

1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who

VIII. Workbook

Do Exercise 1, let the students translate the sentences alone then check the answers with the students.

Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.

For Exercise 2. Join the two parts and make the students read together.

For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, who

IX. Summary

Exercise in class

l. 昨天他想借我的收音机。

2、我需要一些喝的东西。

3、他有许多家务要做。

4、她叫我说慢一点。

5、在街上踢足球很危险。

6、学外语不容易。

7、我不知道去哪里。

8、叫他不要迟到。

X. Homework

1、 Revise the use of the grammar.

2、 Make sentences with the Infinitive.

九年级英语教案 11

教学目标

语言知识与技能：

扩展关于自然环境、地理特征的词汇量。

掌握并能运用比较级和最高级形容词描述事物。

提升阅读长篇文章并提炼信息的能力。

加强口头和书面表达中的逻辑性和连贯性。

语言能力：

能够用英语进行有关环境保护的讨论，表达个人观点和建议。

能够听懂并总结关于世界各地自然奇观的`短文或对话。

情感态度与价值观：

培养学生对全球环境问题的关注和责任感。

激发学生探索世界的好奇心和学习英语的兴趣。

教学内容

第一周：引入与词汇积累

Warm-up Activity：展示世界各地自然景观的图片，引导学生用已知词汇简单描述。

New Vocabulary：教授描述自然环境的词汇（如：mountain, river, forest, desert, etc.）及比较级和最高级形容词。

Reading Task：简短文章《世界七大自然奇观》，要求学生标注新词汇并回答相关问题。

第二周：语法重点——比较级与最高级

Grammar Lesson：详细讲解比较级和最高级的构成规则，通过图表和例句加深理解。

Practice Activities：小组活动，每组准备一个地方的介绍，使用比较级和最高级描述其特色。

Writing Task：撰写一篇小短文，比较家乡的自然环境与其他一地的不同之处。

第三周：阅读与听力

Reading Comprehension：选取一篇关于环保主题的文章，进行深度阅读，讨论文中提出的环境问题及其解决方案。

Listening Exercise：播放一段关于自然保护区的英文介绍，学生需完成填空题或简答问题。

第四周：口语与写作

Speaking Activity：“模拟联合国环境会议”，学生分组代表不同国家，就如何应对气候变化提出观点和建议。

Writing Project：完成一篇题为《我理想中的绿色地球》的作文，鼓励学生发挥想象力，提出个人对环境保护的见解和创意。

评估与反馈

Formative Assessment：课堂互动、小组讨论、随堂练习等，即时给予反馈。

Summative Assessment：通过期末测试（包括听力、阅读理解、写作和口语）全面评估学生的学习成果。

Self-reflection：鼓励学生自我反思学习过程，设定个人英语学习目标。

人教版九年级英语教案 12

Unit 1 How do you study for a test? 1/5

教学媒体 A tape recorder

教学目标

知识

技能

1.Key words: vocabulary, flashcard

2.Target Language;

How do you study for a test?

I study by……。

过程

方法 According to designing some tasks, train students’ listening skill.

情感

态度 Maybe you find English frustrating sometimes. But remember not to give it up.

As we know, where there is a will, there is a way

教学重点 1. Key words : vocabulary, flashcard

2、 Target Language

How do you study for a test?

I study by……。

3、 structure

verb + by with gerund.

教学难点 verb + by with gerund

教学内容及教师活动学生活动设计意图

Step 1 : Warm-up

1、 Greetings.

2、 Ask some students about their summer holiday

（Teacher shows a flashcard with the word Shanghai and asks one student.）

Teacher shows the others and teaches the word “flashcard” to the students.

Step 2: Revision

Read and translate some words they have learned.

Step2.Presentation

I. Language Study

Teacher writes the pattern on the blackboard:

-- How do you study for an English test?

-- I study for a test by + V.-ing

Make a list of their answers on the blackboard. Teacher can teach the “vocabulary” and “pronunciation” at the right time.

II. 1a

1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.

2、 Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class.

III. 1b

1、 Play the tape.

2、 Check the answers with the students.

3、 Read the sample answer to the class and ask students to say the other two.

Step3 Consolidation and extension

1、 Read the instructions and the conversation to the class, and then ask students to make similar conversations.

2、 Ask some pairs to present their conversations.

3、 Small competition: group in four, make sentences using structure (verb + by/with gerund)。

4.Make a survey : one student interview other students using the structures （How do you study …？ I study by + v-ing 。）

Show the results.

Step4 Summary

Answer the questions and talk about their holidays.

Review the new word.

1.Students can tell their ways freely with the pattern.)

2、 Students make conversations based on the pattern.( V. + by + V.-ing

Do exercise in 1a

Write some good ways what they use.

Students listen and write the letters for each one.

Make similar conversation by oneself.

Work in pairs to present their conversations.

Work in groups.

Interview.

九年级英语教案 14

Unit1SmileandSayHello

一、教学内容：

Unit1SmileandSayHello

二、教学目标

知识目标：熟练掌握本单元课文中的单词，短语和句型。

能力目标：培养学生的综合运用知识的能力。

三、教学难点：

培养学生的综合能力

四、本单元重点知识：

单词：本单元所有单词（单词表中）

短语：

1.takeplace发生

2.liveupstairs住楼上

3.beafraidof害怕……

4.keepsb.fromdoingsth.阻止某人做某事

5.openone’sheart敞开心扉

6.theanswerstothesequestions问题的答案

7.walkwithhisheaddown低头走路

8.lookawayfromothers把视线从别人身上移走

9.pretendtodosth假装做某事

10.doone’sbesttodosth.竭尽全力做某事

11.withasmile微笑着

12.smileatsb.冲某人微笑

13.thewindowoftheheart心灵之窗

14.raiseyourhead抬起头

15.aslongas只要

16.aswellas还，而且

17.giveyourwarmhandstothem向他们伸出温暖之手

祝你好运

19.lookintosb.正视，直视某人

20.haveagoodtime过得愉快

21.BeijingForeignLanguageSchool北京外国语学校

重点句型：

1.BoththespeakersarestudyinghistoryattheUniversityofCalifornia.两位演讲者在加州大学学习历史。

2.AnnRoylorworksforachildren’smagazineandsheisinterestedinchildeducation.

安为儿童杂志工作并且她对儿童教育感兴趣。

3.Excuseme,isthisseattaken?打扰一下，请问这里有人坐吗？

4.Niceday,isn’tit?好天气，不是吗？

5.ButIdoknowthatitisdifficultforustofindapersontobeajoyfulorpeacefulone

但是我的确知道我们很难发现一个人是快乐或平静。

6.Iamnottellingyoutospendtoomuchenergymakingothershappyorpretendtobefriendly.

我并没让你花太多的精力去使别人快乐，或是假装友好。

7.Youshouldtreatthemnotonlywithkindnessandrespect,butalsowithasmileandeyecontact.你就不仅应该以友善和尊重对待他们，而且要有微笑和视觉的接触。

8.Whenyousmileataperson,youaredoingyourbesttoshowyourkindnesstohim.

当你对某人微笑时，你在尽自己最大的努力向他表示你的友善。

9.Theeyesarethewindowoftheheart?眼睛是心灵之窗吗？

10.Let’smakefriends,shallwe?让我们交个朋友，好吗？

11.Itmayseemhardtodotheseatfirst.也许一开始做这些有点。难。

12.Aslongasyoutryit,youwillfindsomenicechangesinyourself.

但只要你努力去尝试，你就会发现自身会产生一些可喜的变化。

13.Whenyougiveyourwarmhandstothem,you’llfindhowfriendlyandthankfultheyare.

当你向他们伸出温暖之手时，你会发现他们是多么的友好和怀有感激之情。

14.Youmayfeelyoudon’tknowwhattosaywhenyoufirstmeetpeople.

也许你会有这样的感觉：当你第一次和别人见面时不知道说些什么。

15.It’seasytotalkabouttheweather,yourpets,yourschoollessons,andespeciallyyourhobbies.

很简单，说说天气，你的宠物，你学校的课程，特别是你的爱好。

要记住当一个好的说话者的同时也要当一个好的聆听者。

！

祝你好运！也祝你和你的新朋友在一起开开心心的。

五、重点知识讲解：

1.Doyouoftennoticethatmanyofushavelittleeyecontactwithstrangers?Areweafraidofthem?Whatkeepsusfromopeningourheartstostrangers?

译文：你注意到我们当中的许多人很少与陌生人有眼光交流吗？是我们害怕他们吗？是什么阻止我们向陌生人敞开心扉？

知识点：

1)manyofus我们当中的许多人

2)havelittleeyecontactwith与……有一点点眼光的交流

contact接触，联系

例句：Whenyoutalktootherpeople,youshouldhaveeyecontactwiththem.

A.beincontactwith和……接触，有联系

B.beoutofcontactwith脱离接触，失去联系

C.bringintocontactwith使接触，使与……联系

D.throwincontactwith使接触，使与……联系

E.comeinto(in)contactwith接触，碰上

F.havecontactwith接触到，和……有联系

G.losecontactwith和……失去联系，离开

H.makecontactwith和……接触（联系）

3)beafraidof(doing)sth.害怕……

afraid,frightened,terrifiedandfearful的区别：

四个词都有害怕的意思，但用法不同：

afraid不能作定语（其它三个词都可以作定语），它多用于对某一事物经常或一贯的惧怕，泛指一种“恐惧心理”，如:

I’mafraidofadog.我怕狗。

frightened指一种“强烈的、突然的恐惧”，其经历时间较短，如:

Hewasfrightenedoutoflife.他吓得要命。

terrified指感受到“很强烈的、突如其来的恐惧”，如:

Theterrifiedchildrenranhome.受惊吓的孩子跑回家去。

fearful指“担心可能发生的结果”，如:

Shewasfearfuloffalling.她怕摔倒。

4)keepsb.fromdoingsth.阻止某人做某事

同义词：stopsb.fromdoingsth.使……不做某事，阻止……做某事

preventsb.fromdoingsth.使……不做某事，阻止……做某事

5)openone’sheart敞开心扉

九年级英语教案 16

1. 教学目标设定

语言技能：加强听、说、读、写四项基本技能，尤其是阅读理解和书面表达能力。

词汇量扩展：增加学术词汇和常用短语的学习，提高学生的词汇应用能力。

语法掌握：深入学习并运用复杂句型结构，如定语从句、状语从句等。

文化意识：通过阅读和讨论不同文化背景的文本，增强跨文化交际能力。

学习策略：培养自主学习、合作学习和批判性思维能力。

2. 教学内容安排

2.1 词汇与语法

每周重点词汇：选择与单元主题相关的词汇列表，包括单词、短语及固定搭配。

语法点讲解：结合实例讲解重要语法点，如时态复习、被动语态、条件句等，并通过练习加以巩固。

2.2 阅读理解

精选阅读材料：选取贴近学生生�

阅读技巧训练：教授如何快速捕捉文章大意、找出细节信息、推断作者态度等技巧。

2.3 听力与口语

听力练习：使用真实语境的音频材料，如TED演讲、英文歌曲、广播剧片段，进行听力理解训练。

口语活动：组织角色扮演、小组讨论、辩论赛等活动，提高学生的口语表达能力和互动交流能力。

2.4 写作训练

写作指导：教授不同类型作文（如议论文、说明文、叙事文）的结构和写作技巧。

写作实践：布置与单元主题相关的写作任务，鼓励学生运用所学词汇和语法进行创作。

3. 教学方法与手段

情境教学法：创设贴近生活的语言环境，让学生在模拟情境中学习和使用英语。

任务型教学：设计具体任务，引导学生在完成任务的过程中学习语言知识和技能。

多媒体辅助：利用视频、音频、PPT等多媒体资源，增加课堂的趣味性和互动性。

分层教学：根据学生英语水平差异，实施不同程度的教学内容和难度，确保每位学生都能得到适合自己的学习支持。

4. 评估与反馈

形成性评价：通过日常作业、小测验、课堂表现等持续评估学生的学习进展。

总结性评价：定期进行单元测试或项目作业，全面检查学生对知识的掌握情况。

个性化反馈：给予学生针对性的反馈和建议，鼓励他们反思学习过程，明确改进方向。

5. 家庭作业与拓展学习

复习与预习：布置适量的词汇记忆、语法练

课外阅读：推荐英文书籍、杂志、网站等，鼓励学生拓展阅读，提升语言感知能力。

项目式学习：鼓励学生参与英语角、英语演讲比赛、制作英文小报等课外活动，以实践促进学习。

九年级英语教案 17

UNITS 5-6

基础知识巩固

I 词组

1)belong to 属于

2)make up 形成；组成；构成

3)use up 用完；用光；耗尽

4)turn off 关掉

5)on display 展览；陈列

6)suit sb. (fine) （很）合某人的意；对某人（很）合适

7)to be honest 老实说；说实在的

8)be bad for 对……有害

9)stay awayfrom与……保持距离

10)be in agreement 意见一致

II 句型

1 It must belong to Carla. 它一定属于Carla.

同义句：It must __________ __________.

2 It’s crucial that I study for it because it makes up 30% of the final exam. 我复习准备这次考试很重要，因为它占期末考试成绩的。30%

本句含有主语从句，请把它放在句首改写：

_________________________ is crucial because ……。

3 There must be something visiting the homes in our neighborhood. 一定有什么东西光顾我们的左邻右舍。

同义句：Something must ______ _______ the homes in our neighborhood.

提示: there be sth. doing… = Sth. be doing …。.

例如：There is a boy playing outside. = A boy is playing outside.

4 I listened to one called Heart Strings. 我听了一首名为《心弦》的歌曲。

called Heart Strings.过去分词短语做定语。

过去分词短语作定语，可以在前面加上关系代词，分词前加上be, 即可构成含有定语从句的复合句。请尝试把本�

拓展：请分析这两句话：它们的意思一样吗？

1) Do you know the boy （ who is） calling Tom?

2) Do you know the boy (who is) called Tom?

5 Whatever you do, don’t miss the exhibition. 无论你干什么，都不要错过这次展览。

whatever you do = ______ _______ _______ you do

6 I like groups that wear really cool clothes. 我喜欢穿的很酷的组合。

本句含有定语从句，关系代词that做从句的主语。请思考：为什么wear不加-s ？

练习

I基础知识

1 用情态动词must, may ， might, could, can’t填空

1)The dictionary _______ be mine. It has my name on it.

2)The CD _________ belong to Tony because he likes listening to pop music.

3)The hair band ________ be Bob’s. After all, he is boy!

2 选择正确单词填空。

during, appointment, anxious, attempt, might,

too many, symphony, crucial

1)The prisoners ______________ to escape, but failed.

2)I have an _______________ at 3 p.m.

3)There are extra trains to the seaside _________ the summer.

4)I’m very __________ about my son’s health.

5)There would be _______ people in the _________ hall.

6)Getting this contract is __________ to the future of our company.

7)If you have any idea where it _________ be, please call me.

3 按照要求写句子。

1）Albert found the key. I lost the key yesterday.（合成一句）

___________________________________________________

2) Where is the beautiful picture? You bought it last week.（合成一句）

___________________________________________________

3) She was ill, but she still went on working.（同义句）

________ she was ill, she still went on working.

4) I think that it is important to master a foreign language. (同义句）

I think ______ ______ _______ ______ a foreign language.

5) Mother didn’t do the work for her little son, but taught him how to do it. (同义句）

Instead of _______ ________ ________ for her little son, she taught him how to do it.

4 完成句子。

1) Tom在这场篮球赛中表现出色。

Tom _________________ in this basketball match.

2) 她喜欢能够一起舞起来的快歌。

She likes music _______________________.

3) 王叔叔教我们如何修自行车。

Uncle Wang teaches us _______________________.

4) 这幢建筑使我想起了我的母校。

This building __________________________.

5)这顶帽子非常适合您，女士！

This hat _____________________, madam!

II 中考链接

1 选择

1) I prefer watching TV to _________ music every day.

A. listen to B. listen C. listening to D. listening

2) Do you know what ________________?

A. his favourite song is B. is his favourite song

C. his favourite song D. his most favourite song is

3) Mary sings English songs well and ____________.

A. Jane does too B. either does Joes

C. so Janes does D. so does Jane

4)What do you think of the football match?

A. How do you think of B. How do you like

C. What do you think D. What do you like

5)This question is _________ easy, all the students can answer it.

A. too much B. too many C. much too D. many too

6)He _____ would do great thins should not attempt them all alone.

A. whom B. who C. whose D. which

2 句型转换（同义句）。

1) The bench was so long that all of us were able to sit on it.

The bench was long enough _______ all of us _______ _______ _______.

2) Mary spent three thousand yuan on the color TV set.

The color TV set _______ ________ three thousand yuan.

3) I don’t know either Russian or French.

I know _________ Russian __________ French.

4) The mother told her son, “Don’t read in the bed.”

The mother ________ her son ________ ________ read in the bed.

5) They prefer this kind of fruit to that kind.

They like this kind of fruit _________ __________ that kind.

6) I didn’t know how I could repair the bike.

I didn’t know ________ ________ repair the bike.

九年级英语教案 18

教学目标

语言知识与技能：学生能够掌握与“周围世界”相关的词汇和表达，如自然环境、社会现象的描述词；能运用现在完成时态描述变化。

语言能力：提高学生的阅读理解能力，能够从文章中提取关键信息；通过写作练习，提升组织语言和表达观点的。能力。

情感态度：培养学生的跨文化意识，增强环保意识和社会责任感。

学习策略：鼓励学生使用词典和在线资源自主学习新词汇；通过小组合作，提升交流和合作能力。

教学内容

新词汇：introduce vocabulary related to the environment (e.g., pollution, sustainability, ecosystem) and social phenomena (e.g., urbanization, migration).

语法点：复习并巩固现在完成时态的用法，特别是用于描述过去开始并持续到现在或对现在有影响的动作或状态。

听力理解：播放关于全球环境问题或社会变迁的短片，让学生总结主要观点。

阅读材料：一篇关于某地区环境变化或社会发展案例的文章，设计相关阅读理解题。

口语活动：小组讨论，主题可以是“我家附近的环境变化”或“我理想中的未来城市”，鼓励学生使用新学词汇和语法结构。

写作任务：撰写一篇小论文或报告，探讨一个环境问题，并提出解决方案。

教学步骤（以一课时为例）

1、导入（5分钟）

通过展示几张对比照片（如城市变迁、环境前后对比），激发学生兴趣，引入本单元主题。

2、新词汇教学（10分钟）

利用图片、实物或多媒体展示新词汇，引导学生猜测词义，然后给出定义并举例。

通过游戏或快速闪卡复习词汇，确保学生记忆。

3、语法讲解与练习（15分钟）

简要回顾现在完成时态的结构和使用情境，通过例句加深理解。

完成语法练习题，检查理解情况，解答疑惑。

4、听力活动（10分钟）

播放音频或视频，要求学生注意捕捉关键信息。

听后小组讨论，分享所听到的内容，教师总结反馈。

5、阅读理解（20分钟）

分发阅读材料，设置时间限制阅读。

完成配套阅读理解题，小组内互评，全班讨论答案。

6、口语练习（10分钟）

小组讨论，每组选择一个话题进行准备，之后向全班展示。

强调使用新词汇和正确语法结构。

7、作业布置（5分钟）

布置写作任务，要求学生结合课堂所学，撰写一篇关于环境问题的小论文，下周课堂上分享。

评估与反馈

在整个教学过程中，通过观察、提问、小测验等方式持续评估学生的学习进度。

对学生的口语表达、阅读理解、写作作业给予具体、建设性的反馈。

鼓励学生自我评估和同伴评价，促进反思性学习。

九年级英语教案 19

教学目标：

语言知识与技能：掌握与旅行和交通相关的词汇和表达，如transportation, flight, passport, itinerary等；能够运用现在完成时和一般将来时描述旅行经历和计划。

语言能力：提高阅读理解关于旅行的文章的能力；能够用英语撰写一篇简短的旅行计划或描述一次旅行经历。

跨文化交际：了解不同国家的交通规则和旅行习俗，增进对多元文化的理解和尊重。

情感态度：激发学生对探索世界的兴趣，培养学生的独立性和规划能力。

教学过程

第1天：导入与词汇积累

活动：

开始课程前，播放一段关于世界各地著名旅游景点的`视频，激发学生兴趣。

引入本单元主题，通过图片和实物展示教授新词汇，使用闪卡游戏进行复习。

分组让学生用新词汇造句，分享并讨论。

第2天：听力与口语练习

活动：

听一段关于旅行计划的对话或独白，完成相关听力练习题。

分组模拟旅行情境对话，如在机场办理登机手续、询问路线等。

课堂讨论：最喜欢的旅行方式及原因，鼓励学生用英语表达个人观点。

第3天：阅读理解与写作准备

活动：

阅读一篇关于某个有趣旅行目的地的文章，完成细节理解题和主旨归纳。

分析文章结构，学习如何撰写旅行介绍或计划。

个人作业：构思自己的梦想之旅，并列出计划要点。

第4天：写作与修订

活动：

学生根据前日构思开始撰写旅行计划或描述一次旅行经历的短文。

完成初稿后，小组内互相交换，提供反馈和建议。

根据反馈修订作文，注意语法正确性与内容丰富性。

第5天：跨文化交流与总结

活动：

分享会：学生展示自己的旅行计划或经历，其他同学提问互动。

介绍不同国家的交通规则和旅行礼仪，通过小测验形式检验学习效果。

总结本单元学习重点，回顾进步，布置家庭作业：准备一个关于旅行安全小贴士的海报。

评估与反馈：

每节课结束前进行快速问答或小测试，及时检查学生掌握情况。

通过作业、课堂表现和最终的写作任务综合评价学生的学习成效。

提供具体、建设性的反馈，鼓励学生持续进步。

九年级英语教案 20

教学目标（Teaching Goals）

词汇：掌握单词barbershop, well, bathroom, accident, earth, silence, playground, around, strange, kitchen, modern, follow, shirt等。

语法：学习并掌握when, while引导的时间状语从句，以及过去进行时态。

技能：能够利用所学知识谈论过去发生的事情，复习过去式，并学会讲故事。

拓展：了解一些自然科学和社会科学知识。

教学重难点（Important and Difficult Points）

when, while引导的时间状语从句。

学习过去进行时态。

教具（Teaching Aids）

录音机（Tape Recorder）

卡片（Cards）

教学步骤（Teaching Procedures）

Step 1: Leading In

问候与自由交谈（Greetings and Free-Talk）。

检查家庭作业（Check the Homework）。

听写第二单元的单词（Dictate the Words in Unit 2）。

Step 2: Pre-Task

指向句子并阅读（Point to the Sentences and Read）。

看图片，指出六个人物，并将句子与图片中的人物匹配（Look at the Picture, Point Out the Six People, Match the Statements）。

检查答案并练习阅读（Check the Answers, Practice Reading）。

Step 3: While-Task

阅读任务指令，确保学生理解（Read the Instructions, Make Sure Students Understand）。

展示图片中的。对话，讲解过去进行时态的构成和用法（was/were + doing），例如：“I was standing in front of the library when the UFO arrived.”。

播放录音两次，圈出正确答案（Play the Tape Twice, Circle the Correct Responses）。

讨论当UFO到达时，人们正在做什么（Talk about What People Were Doing）。

Step 4: Additional Practice

阅读句子，理解意思（Read the Sentences, Make Sure Students Understand）。

播放录音，排序句子（Play the Tape, Order the Statements）。

再次播放录音，纠正答案（Play the Tape Again, Correct the Answers）。

Step 5: Post-Task

指向图片，询问每个人物正在做什么（Point to the Picture, Ask What Each Person Is Doing）。

小组活动：询问“当UFO到达时，...正在做什么？”（Group Work: Ask “What Was…Doing When the UFO Arrived?”）。

请一组学生向全班展示他们的对话（Ask a Group to Say Its Conversation to the Class）。

家庭作业（Homework）

复习本单元的单词。

用介词或介词短语填空，如：“They were talking on the phone.”

九年级英语教案 21

一、教学目标

知识与技能：

复习过去完成时的结构和用法。

掌握直接引语和间接引语的转换。

能够写出个人成果报告单，并准确报告给他人。

过程与方法：

通过例句讲解和练习，巩固语法知识。

写作练习，提高学生的书面表达能力。

情感态度与价值观：

培养学生的自信心和表达能力。

激发学生对英语学习的积极态度。

二、教学重难点

重点：过去完成时的用法，直接引语与间接引语的转换。

难点：个人Reportcard的写作，直接引语转换间接引语时动词和人称代词的变化。

三、教学准备

教具：教学卡片、图片、录音机。

四、教学过程

热身与复习（Warming up and Revision）

听写本单元的新单词和短语。

复述April Fool’s Day的故事，用括号内所给动词的适当形式填空。

导入（Leading-in）

询问学生是否有April Fool’s Day的经历，并让他们记录下来。

练习（Practice）

完成3a的练习，记录幸运或不幸的。一天，并做笔记。

分享个人的想法和经历。

写作（Writing）

指导学生写一篇关于幸运或不幸的一天的故事，使用提供的句型进行写作。

小组内分享故事，并选出代表向全班展示。

自我检查（Self-check）

完成Self Check 1中的练习，用正确的单词形式填空。

五、家庭作业（Homework）

完成Workbook中的相关练习。

预习下一单元的内容。

九年级英语的教案 22

Properties:

Recorder, Overhead Projector and a map of world.

Teaching Objectives:

1、 Practise listening ability.

2、 Revise the grammar: the Comparative Degrees of Adjective and Adverbs

The Past Perfect Tense

Language Focus: Checkpoint 18

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, then ask the students to read the partners' homework to share with each other.

Revise the use of the Infinitive

III. leading in

T: Today we'll learn something about Coco. Do you know where she is from?

IV. Listening practice

Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.

V. Presentation

Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.

Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China's population is 1 328 000 000 and India's population is 1 000 000 000)。 That’s to say India’s population is smaller than China’s 。Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.

VI. Practice

Revise the Grammar: The Past Perfect Tense, give some examples:

1、 He had left before his wife came back.

2、 I remembered that Peter had already got a bike.

3、 By the end of last month, he had learned 2000 new words.

4、 When I got to the cinema, the film had begun.

Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.

VII. Practice

Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to

VIII. Workbook

Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.

The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had

The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on

IX. Summary

Exercises in class

Fill in the blanks according to the text in this unit.

Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn't last too___3___. They___4___very well with each other again.

They look___5__, so it's hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.

Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 。dance 11. sing 12. either 13. differences 14. fight 15.both

X. Homework

Prepare for the final examination.

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